The Earth and You:

How our decisions affect the planet

English and Science /Kelsey and Kegan Sherman

Student Version can be found here.

Introduction/Overview of Experience

Students will be creating either a digital infographic, video presentation, or essay on

the effects of human interactions with nature. A list of biomes will be provided for

students to choose from. If students want to go off the list, they may, as long as
 they get prior approval from the teacher. Each day, students will complete one

section of research for their presentation. While conducting their research,

students will be thinking about an alternative resource that would reduce the

negative impacts of human interactions within biomes. At the end of the week,

students will place all their research together to create an infographic, video

presentation, or essay. Students will present their research to the class through a

classroom Google drive folder and complete not only a peer evaluation but a self

evaluation as well.

ELA and Science Standards

ELA:

● 9-10.W.1: Write arguments to support claims in an analysis of substantive topics

or texts, using valid reasoning and relevant and sufficient evidence.

● 9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what

the text says explicitly as well as inferences drawn from the text.

● 9-10.W.8: Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation.

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 ● 9-10.SL.4: Present information, findings, and supporting evidence clearly,

concisely, and logically such that listeners can follow the line of reasoning and the

organization, development, substance, and style are appropriate to purpose,

audience, and task; use appropriate eye contact, adequate volume, and clear

pronunciation.

● 9-10.W.7: Conduct short as well as more sustained research projects to answer a

question (including a self‐generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

Science

● HS.E1U3.14: Engage in argument from evidence about the availability of natural

resources, occurrence of natural hazards, changes in climate, and human activity

and how they influence each other.

● Plus HS+E.E1U3.11: Develop and use a quantitative model to illustrate the

relationship among Earth systems and the degree to which those relationships are

being modified due to human activity.

● Plus HS+E.E1U3.10: Ask questions, define problems, and evaluate a solution to a

complex problem, based on prioritized criteria and tradeoffs, that account for a

range of constraints, including cost, safety, reliability, and aesthetics, as well as

possible social, cultural, and environmental impacts.

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 ● Plus HS+E.E1U3.9: Construct an explanation, based on evidence, for how the

availability of natural resources, occurrence of natural hazards, and changes in

climate have influenced human activity.

● Essential HS.L2U3.18: Obtain, evaluate, and communicate about the positive and

negative ethical, social, economic, and political implications of human activity on

the biodiversity of an ecosystem.

Learning Outcomes

Students will be able to...

● Respond to at least 2 peer’s thoughts on circular economy.

● Choose a biome and conduct research on the effects of human activity.

● Locate an alternative solution they support that could provide a more positive

impact.

● Create an infographic/video/essay that has the following components: Name of

biome, location(s), human impact, intention behind impact, negative impacts,

positive impacts, alternative solutions, photos of biome before and after human

interaction.

● Search through articles on Kami and make annotations of each article to add to

their presentation.

● Synthesize multiple sources by writing a claim that combines multiple source

material into a single claim.

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 ● Write their own argument/speech while including a rhetorical device (appeal to

ethos, pathos or logos)

Texts/Text Types (list, describe use, include images) Within our

hyperlinked powerpoint, there will be links that are available for students to click

on and explore. Additionally, students will follow an inquiry based lesson plan,

where they get an introduction to the topic and google forms to complete

throughout the activities. In order to ensure that students are not overwhelmed

nor bombarded with multiple links, a shared Padlet with all of the content

(articles, videos, links) from both subjects (science and English) will be provided.

You can find this link here.

Lesson One: How do

humans affect the

environment?

Compelling Question: How do humans affect the environment?

ELA Standards

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 a. 9-10.W.8: Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the usefulness of each

source in answering the research question; integrate information into the text

selectively to maintain the flow of ideas, avoiding plagiarism and following a

standard format for citation.

b. 9-10.W.7: Conduct short as well as more sustained research projects to answer a

question (including a self‐generated question) or solve a problem; narrow or

broaden the inquiry when appropriate; synthesize multiple sources on the subject,

demonstrating understanding of the subject under investigation.

Science Standards

a. HS.E1U3.14: Engage in argument from evidence about the availability of natural

resources, occurrence of natural hazards, changes in climate, and human activity

and how they influence each other.

b. Plus HS+E.E1U3.9: Construct an explanation, based on evidence, for how the

availability of natural resources, occurrence of natural hazards, and changes in

climate have influenced human activity.

c. Essential HS.L2U3.18: Obtain, evaluate, and communicate about the positive and

negative ethical, social, economic, and political implications of human activity on

the biodiversity of an ecosystem.

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 Learning outcome:

Students will be able to answer how humans affect the environment. Students will

discuss some of the issues seen in the BBC video regarding how humans impact

various biomes and choose a biome they would focus on for their presentation.

Students will also be able to respond to at least 2 peer’s thoughts on BBC video

and circular economy. Students will complete a Google Form in which they

explain why they chose their biome.

Directions

Hook: Ask students, “How do humans impact the environment?” Introduce BBC video

on how humans affect the environment (link here) ; once finished, provide

students a Flipgrid link (link here) and create a 1-minute video response to the

BBC video.

Activity:

● Watch the BBC video on how humans affect the environment (link here)

● Students will create a 1-minute Flipgrid response to the BBC video (link here).

● Watch video on circular economy (link here), then complete TQE’s on Padlet (link

here)

● Ask students what a biome is, then present Newsela article (link here)

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 ● Students will choose which biome they would like to focus on for their

presentation (limit 6 of each biome link here)

● Complete Exit Ticket in which they explain why they chose their biome (link

here).

Closing: Create a Google Doc with their peer groups, providing their preferred

contact information. On this Google Doc, students will later input their research

for their peers to see and utilize in their finished product. Students will also reply

to at least 2 of their peers on Padlet and Flipgrid that adds to the discussion.

Lesson Two: Conducting

Research

Directions

Hook: Attract student interest by having them analyze a satirical comic that criticizes

how we impact the environment.

Activity:

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 ● Guide students in a think aloud on how to analyze a satirical comic (link here)

● Students will analyze satirical comic (link here) by writing a quick write in any

format they choose (paragraph, a few sentences, bullet points, etc.).

● Instruct students to view the tutorial on how to make article annotations on Kami

(link here).

● Provide students with a link to a Google form where they can upload their shared

Google doc and all of their Kami links as they conduct their research and make

annotations (link here).

● As they begin to read articles and watch videos, provide students with a YouTube

video on how to analyze texts (link here).

● Send students off to biome groups and instruct them to go into their biome

resource guide. For the ocean biome, have them go to (link here). For the

freshwater biome, have them go to (link here). For the desert biome, have them go

to (link here). For the savanna biome, have them go to ( link here). For the forest

biome, have them go to (link here).

● Before Reading Activity

○ Think aloud tutorial on comic analysis

○ Kami tutorial

● During Reading Activity

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 ○ Text analysis video

● After Reading Activity

○ Google form for students to upload their Google doc and Kami link

● Closing (see after reading activity for more details)

○ Exit ticket

Lesson Three: Finding

Alternative Solutions

Directions

Hook: How can we help conservation efforts and what organizations can we trust to

help promote positive sustainability?

Activity

● Students will watch a guided think aloud on how to use the 3-2-1 strategy (link

here).

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 ● Students will watch a video of former President Ronald Reagan delivering a speech

on the growing smog crisis in California (link here).

● While watching the video, students will create their own 3-2-1 writing to better

understand President Reagan’s address (link here).

● Students will watch a video on how humans have harmed the planet (link here).

● Students will complete a TQE on the video of how humans have harmed the

planet (link here).

● Students will read through a National Geographic article on what conservation is

(link here).

● Students must have two organizations in their presentation that support

sustainability. One organization is given to the students; they have to research the

other. For the ocean biome, provide students with this organization (link here).

For the freshwater biome, provide students with this organization (link here). For

the desert biome, provide students with this organization (link here). For the

forest biome, provide students with this organization (link here). For the savanna

biome, provide students with this organization (link here).

● Provide students with a link to a Google form where they can upload their shared

Google doc and all of their Kami links as they conduct their research and make

annotations (link here).

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 ● Before reading activity

○ 3-2-1 strategy tutorial

● During reading activity

○ 3-2-1 strategy

● After reading activity

○ Google form for students to upload their Google doc and Kami links to.

● Closing

○ Exit ticket.

Lesson Four : Putting the

Pieces Together

Directions

Activity:

● Students will take a look at how an argument is formed by accessing a Piktochart

(link here)

● Students will watch a video on how to avoid plagiarism (link here)

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 ● For students that need to read the rules of citations, provide students with a link

to Purdue University’s MLA citation page (link here)

● Students will read an article on Ethos, Pathos, Logos to help build understanding

of how to write effectively (link here)

● Students will begin to put together their research; have students get into their peer

groups to begin sifting through the research they have compiled on their Google

doc to create their infographic/video/essay.

● Students will upload their presentation to the Google drive folder (link here)

● Provide students with a link to a Google form where they can upload their shared

Google doc and all of their Kami links as they conduct their research and make

annotations (link here).

○ Before Reading

■ Table talk: students will talk amongst themselves about what they

think needs to go into their presentation.

○ During Reading

■ Table talk: students will discuss amongst themselves about what

they will put in their presentation.

○ After Reading

■ Upload their presentation to Google drive folder

○ Closing

■ Exit ticket

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 Lesson Five : Presentations

Set:

● Students should have completed all four components of research for their

infographic/video/essay. If students haven’t already, students will click on the

google drive link and insert their infographic/video/essay into the drive (link

here)

Exploration:

● Students will “walk” through the Google drive folder and look at their peers

presentations. Students will create a Google doc as they go through the

presentations and fill out the following in a chart: common environmental risk

factors, questions, benefits of sustainability for each location.

● In the same Google doc, students will answer the following question in a

well-written paragraph: how do humans impact the environment?

● Students will submit their Google doc in an exit ticket (link here)

Evaluation:

● Students will submit their Google doc in an exit ticket (link here)

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 ● Within their Google doc, students must have the following: a chart of each biome

they looked at containing common environmental risk factors of each biome,

questions, benefits of sustainability for each biome; a well-written paragraph

answering the question, “how do humans impact the environment?” Their

paragraph must be at least 4 sentences long, providing three examples from what

they learned in the biomes, and what changes they can make in their own lives

that will benefit the environment.

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